Making Connections: Challenging the Perceived Homogeneity of Making

Svarovsky, Gina Navoa; Bequette, Marjorie; Causey, Lauren

doi:10.18260/1-2--28641

Cited by 5 publications

(6 citation statements)

References 8 publications

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“…In considering the use of funds of knowledge within engineering, several additional trends emerge. Notably, only five studies had a specific focus on engineering education (Kafai et al, 2014;Kier & Khalil, 2018;Smith & Lucena, 2016;Svarovsky et al, 2017;Wilson-Lopez et al, 2016). The limited number of engineering studies aligns with the findings of Verdín et al (2016) in a prior review and also suggests an important future direction for the field.…”

Section: Engineering-specific Findingsmentioning

confidence: 61%

“…Six studies identified funds of knowledge of local communities, focusing on STEM ideas and practices related to their cultural practices (Albrecht & Upadhyay, 2018;Alvaré, 2017;Ewing, 2014;Handa & Tippins, 2013;Harper, 2016;Svarovsky et al, 2017). Studies often involved researchers physically entering community spaces, which is crucial to the ethnographic methods used in Moll et al (1992).…”

Section: Identificationmentioning

confidence: 99%

“…Two studies applied previously identified community funds of knowledge to different settings, with mixed results (Alvaré, 2017;Svarovsky et al, 2017). Svarovsky et al (2017) co-created science museum activities based on funds of knowledge present in making practices of local families from racialized nondominant groups. Their categories of making included arts/ crafts, cooking/food production, repairs/renovations, activities/toys, and clothing/accessories.…”

Section: Identificationmentioning

confidence: 99%

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Funds of Knowledge in STEM Education: A Scoping Review

Denton

Borrego

2021

Studies in Engineering Education

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Background: Assets-based research is becoming more widespread and may be particularly important as we continue to work towards equity within engineering education. It is important to understand how assetsbased theoretical frameworks have been taken up in STEM education research in recent years. Purpose: We examine how funds of knowledge (Moll et al., 1992), an assets-based framework, is applied in STEM education and can be used to advance engineering education research. Funds of knowledge was created to help K-12 teachers adapt their classroom teaching and curriculum to better serve their students. Scope/Method: Scoping review procedures resulted in 42 qualifying studies. We analyzed characteristics of the qualifying studies and qualitatively coded the use of the funds of knowledge framework. Codes included the following categories: identification, curriculum, teaching, and learning. Conclusions: Funds of knowledge is prevalent in the STEM education literature. Studies tended to be qualitative, with observations and interviews as the most common research methods. Research often took place both in the classroom and at after-school programs. Most studies centered on K-12 students and teachers, often focusing on how to improve teaching, curriculum and lesson plans, or the connection between the community and schools. Funds of knowledge may assist curriculum change in K-16 if used more widely in engineering education, which could have important implications for equity in engineering. Gaps and opportunities in the application of funds of knowledge in STEM education include assessing the efficacy of funds of knowledge interventions on students by connecting to student learning outcomes or theories of identity, self-efficacy, and belonging.

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Section: Engineering-specific Findingsmentioning

confidence: 61%

Section: Identificationmentioning

confidence: 99%

Section: Identificationmentioning

confidence: 99%

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Funds of Knowledge in STEM Education: A Scoping Review

Denton

Borrego

2021

Studies in Engineering Education

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“…In the literature about the maker movement, there has been a debate about what counts as making and who is a maker. Although there are several definitions of making activities and makers, these definitions might not University of Ottawa; June 9-12, 2019 -6 of 10 -necessarily reflect what the members of this movement know about these definitions, whether they buy into these definitions and whether they embody them in daily practice [20]. We tried to understand what makerengineering students defined as making and how they defined competency within their community.…”

Section: Definition Of Competency In the Makerspacementioning

confidence: 99%

Integrating Makerspaces Into Engineering Design

Galaleldin

Boudreau

Anis

2019

PCEEA

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Makerspaces are informal sites in which people with similar interests can collaboratively build creative projects by using emerging technologies. In recent years, makerspaces have been created on most campuses and often linked to STEM learning practices. However, integrating makerspaces in engineering curriculum is often not done formally. In this paper, we discuss how the University of Ottawa integrated its makerspace into its cornerstone design curriculum and its design challenges. Cornerstone engineering design includes first- and second-year courses where students learn and apply design knowledge while working in teams. Each team is expected to develop three prototypes during the semester and solve a design problem for a client. Maker components are integrated in the labs, where many makerspace technologies, such as 3D printing and laser cutting, are taught and used in the development of the prototypes. In addition, the makerspace offers a yearly multidisciplinary client-based design challenge that is open to all students. This paper explores the integration of maker ideology and technology in curricular and extracurricular design activities. The paper outlines the connection between making and engineering design, the maker capacity for inclusion and sharing, the role of making activities in developing the identity of future engineers and the integration of course work into the makerspace.

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“…Another hypothesis is that an engineering student might hold a maker mindset yet hold an entity theory in relation to their making abilities. Another hypothesis that can provide an explanation for the absence of a relationship between students' maker identity and implicit theories of making abilities is the broad nature of what the community of practice around making classifies as making activities [31]. Are students' implicit theories of making abilities associated with their gender, year of study or whether they had participated in a design competition in the past?…”

Section: Resultsmentioning

confidence: 99%

The Impact of Integrating Making Activities to Cornerstone Design Courses on Students’ Implicit Theories of Making Ability

Galaleldin

Anis

2019 ASEE Annual Conference &Amp; Exposition Proceedings

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A person's implicit theories in a certain domain are known to have a direct influence on that person's performance, behaviour, self-esteem, enjoyment and sense of belonging to the domain. This paper explores the role of implicit theory in engineering students' beliefs about the nature of their making abilities and their self-identification as makers. This is done by assessing if a collaborative project-based engineering design course built on making activities can contribute to influencing students to have a growth mindset about their making abilities. Data from full-time engineering undergraduates were collected during the second week of the fall term. As predicted, the majority of engineering students had a growth mindset about their making abilities mindset, with male students more likely to have a fixed mindset than female students. Moreover, engineering design courses that successfully integrate making activities into the curriculum are shown to induce students to develop a growth mindset in relation to their beliefs about the nature of their making abilities.

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Making Connections: Challenging the Perceived Homogeneity of Making

Cited by 5 publications

References 8 publications

Funds of Knowledge in STEM Education: A Scoping Review

Funds of Knowledge in STEM Education: A Scoping Review

Integrating Makerspaces Into Engineering Design

The Impact of Integrating Making Activities to Cornerstone Design Courses on Students’ Implicit Theories of Making Ability

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